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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

There is a growing awareness that the Philippine

society is confronted with problems concerning moral

issues, a phenomenon that has brought a considerable

number of the youth to confusion and demoralization.

This has been a threat to the young children, and

continues to hamper their bright future, or even

devastate their human dignity. This urges educators to

do something about this situation.

One initiative towards this end is to strengthen the

Values Education Program of the Philippine Educational

System starting in the grade school to secondary and end

up in the tertiary level where values are integrated

saliently in their curricula.

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The curriculum has undergone revision, indeed, the

Department of Education Culture and Sports (DECS) now

DepEd has adopted a number of changes in the curricula,

designed to achieved peace, justice, dignity and

prosperity - goals of the developing society. The

constitutional mandate is provided in part the following:

All educational institutions shall aim to inculcate

love of country, teach the duties of citizenship and

develop moral character, personal discipline, and

scientific technological and vocational efficiency.

School system is an instrument of national

development, as well as cultural heritage, as such; it

plays a key as an indispensable means of harnessing the

positive elements of Filipino and Christian values. For

educators, the best way to teach values is to live with

it. As the saying goes "student will not heed your

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advice, but they will see your vice" teachers are the

books of these students in learning values.

Teaching is an art. Like all arts, it demands

devotion, humor, understanding and hard work. It is the

most important profession concerned with human welfare.

Teaching is a process of guiding. It is often viewed

as being primarily concerned with imparting knowledge.

Its concept is a commitment to make a positive difference

in the lives of the children.

The teacher therefore, plays a vital role in the

total development of the child. He is the key figure in

the success or failure of the learner, although the

teachers activity is not the center of the emphasis in

the classroom, it should be borne in mind that the

teacher is an important factor in the total teaching -

learning situation.

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Teachers should realize that they cannot dictate to

children what values should be. They can only create

conditions that can help children in finding values and

experiences to raise their values level.

The teacher in particular, has this special task of

fully translating the programs into relevant and

realistic learning experiences for their students in

their day-to-day activities in the classroom.

The teacher is the most competent to assumes their

responsibilities with dedication and commitment. It is

not only competence in teaching that is expected of the

teacher but also the effectiveness of their whole

personal value system with their students as they commits

themselves of this daily tasks. Teachers therefore, must

have a personal value system that would reflect the

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values that would be cherished by the Filipino as a

nation.

Based on" the Department of Education Culture and

Sports (DECS) Values Education Framework, the school aims

to:

"Provide the student with the necessary tools and

knowledge to enable him to be functionally creative,

economically - productive and to attain his potential as

a human being. Develop in the students good moral values

particularly discipline, honesty, social responsibility,

thrift, hard work, obedience and self-reliance. Provide

the student with the necessary information and training

to enable him to understand the interrelationship of his

learning and everyday living thus, enabling him to apply

his knowledge with intellectual, spiritual and moral

maturity ,towards self, family, society and country"

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Education means the total formation of every

individual in the development of their potential for

themselves and the society. Therefore teachers have to

be the role model in the practice of their values, and

leaving these values whenever they are in the classroom

or outside the school teaching their students.

Such expectations inspired the proponent to

determine the values practices of teachers being

cognizant of the so many values formation seminars these

teachers are having yet they haven’t really internalize

such essence of the seminar attended.

Theoretical Framework

This study is anchored on the theories of Allport et

all. The behavior of a person is governed to a large

extent by his values. A persons value, on the oher hand,

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may determine to a large degree what he does or how well

he performs, his immediate decisions and his value

systems. His personal satisfaction is dependent to a

large extent upon the degree to which his value systems

can find expression in his everyday life. The presence of

strong, incompatible values within the individual, or

conflict between them, his values and those others, may

affect his efficiency and his personal adjustment.

The study of values is a scale that measures peoples

underlying interest of values. This scale is based on the

rational that there are ideal types of people whom real

based on the approximate to varying degrees.

An ideal type is not an actual person; neither is it

necessary a good thing. It is intellectual tool produced

by abstracting and distilling the characteristics of

people or groups.

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An ideal type is not an actual person; neither it is

necessary a good thing, it is intellectual tool produced

by abstracting and distilling the characteristics of

people or groups.

The study assumes five dimensions by Allport et al.

1. The intellectual man values truth, knowledge,

creative and critical thinking.

2. The aesthetic man is a lover of form and harmony,

judges all experiences from the standpoint of

fitness, symmetry and grace.

3. The economic man is practice and

characteristically interested in what is useful.

4. Religious man is manifested in his interest in the

unity of things spiritual. He values spiritually

and strong faith in god.

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5. Social man is dominated by a need for affection,

respect and love.

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Paradigm of the Study

INPUT

Profile of the respondents in terms of:AgeEducational attainment

extent do teachers practices values in terms of:

Educational ValuesEconomic ValuesSocial ValuesReligious

PROCESS

Data Collection

Analysis

And

Interpretation

OUTPUT

Enhanced Value practices

Productive work performance

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Figure 1

Value Practices of Teachers in relation to their work

performance.

Statement of the Problem

The study aim to determine the value practices of

teachers in relation to their work performance.

Specifically it sought to answer the following

questions.

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1. What is the profile of the respondents in terms

of:

1.1. Age

1.2. Educational attainment

2. What is the performance rating of teachers.

3. To what extent do teachers practices values in

terms of:

3.1. Educational Values

3.2. Economic Values

3.3. Social Values

3.4. Religious

4. Is there a significant relationship on the value

practices of the teachers to their performance

5. What strategy maybe applied to enhanced their

values practices in relation to their performance.

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Hypothesis

There is no significant relationship on the value

practices of teachers to their performance in terms of

educational economic, social and religious values.

School Administrators – through this study they will

be able to enhance and improve their values education

program that will lead to a more meaningful and effective

teaching learning process.

Significance of the Study

This study is deemed significant of the following:

Administrators. It may serve as feedback on the

values of teachers known to be their partners in the

implementation of the school program, its mission and

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vision and in maintaining and in strengthening the school

bearing.

Teachers. May realize that knowledge and skills in

teaching strategies are not enough preparing the students

not only to learn but on developing the young to become

quality person in the future. Teaching in not likely a

task of individual enterprise. It requires high devotion

to teach and shape young mind.

Students. The students will attain better

perception into the elements affecting teachers and

students behavior. This strengthens the counseling

program.

Researchers. Through this study they will be able to

reflect themselves and start to eliminate those

unpleasant ones for more effective teaching learning

process.

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Future researchers. The result of the study will

serve as a basis in conducting similar studies.

Community. The study will serve as an eye opener for

them to enhance their value practices so that will be

able to understand better their role in the school.

Scope and Delimitation

The study will be conducted in a Public Secondary

School in San Pablo City. The respondents will the 100

teachers regardless of the subject they are teaching.

The study focused on the educational, economic social and

religious values. The group of respondents were choose

based on their teaching load.

Definition of Terms

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For common understanding the following variables

were defined operationally:

Economic values – refers to the attitude teachers in

handling financial matters and other income generating

program the school undergo.

Educational Values – this refers to the teachers

behavior in the delivery of their teaching learning

process inside the classroom.

Performance – refers to the evaluation of the

teachers on their academic preparedness to deliver their

subject areas assignments.

Performance Rating – refers to the result of the

evaluation done to the teachers.

Values –the term refers to the attitude as behavior

that a teacher possess whether moral or immoral.

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Value Practices – these are the positive attitude or

behaviors of the teacher such as honesty, commitment fair

and etc.

Work Performance – refers to the ability of the

teacher to carry out classroom and other school related

activities.

CHAPTER 2

RELATED LITERATURE AND STUDIES

This chapter contains various literature and

studies, both local and foreign which the researcher

considered relevant to the present investigation.

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The literature and studies investigated by the

writer reveal information which deals with the advantages

of knowing the values and personal profile of teachers in

relation to his teaching performance to improve the

quality of teaching towards quality education.

To understand the nature of the study more clearly,

a brief summary of the literature and studies were cited

which have some bearing on the problem both local and

foreign. These studies gave the researcher added

background and provide more accurate picture of the

present condition of the study.

Foreign Literature

Kleyenteuber (2007) approached the problem of

evaluating attributes and behavior of administrators by

obtaining correlations for each individual on the six

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categories of the Allport - Vernon and Lindzey study of

values and revealed that, for the teachers the highest

correlation existed between aesthetic and values.

Smallest correlation occurred in the social and attitudes

competency while in the field. She made emphasis to the

belief that one can only teach or impart relevant

knowledge when one is knowledgeable. Hence, it is

necessary to commit one to continue to grow

professionally depending on one's life field of

specialization. She reasoned out further that no matter

how superior a teacher's pre-service education has been

his preparation for teaching, he has to keep abreast with

all happening to his profession. This involved keep in up

with the changes and new development in his field and in

other areas of knowledge relevant to his teaching.

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Henderson and his collaborators confirm the

importance of empathy in their studies which demonstrate

the teacher's classroom personality and behavior of

students they teach. Teacher's knowledge of his

attitudes, values, and personality traits is intimately

related to effectiveness in his work.

Edman emphasized this when he wrote:

Any teacher teaches himself as much more than he

teaches subject matter. Teachers who feels secure in the

importance of the role and status accorded them will

undoubtedly are more capable of instilling in the

children the ideals set for them as adults who can

fulfill their proper roles in personal, social, political

and economic spheres of their national life.

Custodio (2008) stated that teaching depends on

three things: the books used, the method utilized, and

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the values or attitudes of the teacher and his students.

The third element, he mentioned, is a factor for

successful teaching. To teach is to communicate verbally

or otherwise, the teacher must always remember that the

influences the class with his own attitudes. If he is

tired, bored or disinterested, or worse unprepared, the

students, react, correspondingly: they become restless

and, disinterested. His words and' actions will

inevitably enkindle the same attitudes. To look back, it

is not what they taught which is remembered, but their

manners and attitudes.

He also defined "education" as forming a person to

an autonomous choice of values. The successful educator

is one who is able to make the person he educates think

for himself, but, think in the right direction.

Dependence on the educator and absorption of wrong values

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are both marls of unsuccessful education. 'In this sense,

of course, education is necessarily more than simple

literacy and culture. To be able to read and write and to

know a good deal of many things are all, part of

education. But the concept of education cannot be

divorced ultimately from values, because values make or

unmake human being. Custodio stated his points clearly to

make readers understand the ideal interplay of

instruction for knowledge and values inculcation.

On the other hand, Quintin and Andres.(1992) defined

values as a standard that guides and. determines actions,

attitudes toward object and - situations, ideology,

presentation of self to others, evaluation, judgments,

justification, comparison of self with others and

attempts to influence others.

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According to them, there are two important functions

of values:

1. Standards - which will guide conduct. They help

people for instance, to evaluate and judge, to keep

praise and fix blame on ourselves and others.

2. Motivational values are concerned with the

components.

Values education in the Philippine schools is a

continuing concern of all said Guerrero (2007), while it

started as early as the pre-Spanish era, its impact on

the children and youth is not very much felt due to

several factors. The effects of other forces like media,

movies, TV and reading materials outside the school

system and the recreational activities available in the

environment all serve to constrain the desired behavioral

change expected among school clients.

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The following are recommended:

1. Research on Filipino values and the

accommodations that that have been made as a results of

Western and technological influences are needed for a

better understanding of the emerging Philippine culture.

2. There is a need for valid measuring instruments

to measure the effect and impact of values education

exposures.

3. Materials production needs to be strengthened.

More materials are needed to help students in their

dilemmas. The limited materials available are written by·

foreign authored, so there is a need to have more books

authored by Filipinos.

4. Continuous and consistent values education must

be, part of teacher training, both pre-service and in-

service.

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5. In the development of any values education.

program, all sectors of society must be the, central

point and the focal point of all values development

effort expresses people's striving towards its

attainment. There are six types of values aesthetic

(value), economic (usefulness), political (power),

religious unity, social (altruistic love), and

theoretical (truth).

These types of values are abstract in nature because

the targets of values are largely abstract.

The term "value" according to Vicencio (2009) is

defined in many ways by social scientist and.

philosophers. However, they agree on one thing: value

represents something important in human existence. Values

clarification is however, more concerned with the process

of valuing, rather than of values. For example, the

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concern would not be on whether a student says he values

Cleanliness; rather, it would be on where he got his

ideas of cleanliness; for example, did he learn it

unconsciously from his parents; or is he clean because

the people around him are clean?

Values clarification involves a series of strategies

that tend to raise the issues to open the pupils’ eyes to

the inconsistencies around him, to help sort out

feelings; attitudes and behavior. It is a process or

method to help people make a decision act and determine

what has meaning for them.

Hidalgo (2007) claimed that moralizing is a thing

of, the past and ·the valuing processes using certain

strategies there are no empirically tested effective

strategies in values education. Among the strategies used

by some teachers are values clarification, moral

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development, values analysis, action learning inculcation

and the use of a number of techniques such as the use of

moral dilemmas, case studies and stories, "role playing,

epilogues, mapping, games and' simulations. These

strategies are intended to sharpen the students" skills

in the valuing process such as critically analyzing

situations, events, making informed decisions and

enlightened choices. It is also important to remember

that strategies should motivate students to commit

themselves to the practice of what they learn to get

involved or participate in what one has chosen as an

appropriate line of action.

Segay (2008) said that people as individuals

continue to aspire for certain goals that make life

meaningful. Many of their aspirations have been learned

from their parents, elders, teachers and their particular

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culture. Basic to the tasks of teachers, they are

committed to live out a set of positive values which they

share with their fellow Filipinos. Unless they are

valuing persons themselves, they cannot pass on the right

kind of values to the children. As teachers, they have

good reasons to be concerned about the good things they

aspire for and the role of values in the lives of the

children they teach. Children need their help to make

sense of their world, to aspire for the good things in

life according to specific desirable values without

uprooting their cultural heritage which is desirable in

the preservation and promotion of the democratic way of

life.

Pascasio (2006) said that, all cultures have

developed value systems which must be thought of as

fairly constant at· any given time without, however,

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denying to these systems of dynamic quality. Values are

exclusively human, because the holding of values implies

the ability to make judgments. Over a period of time,

these judgments may, through pressures, on and within a

society, undergo change which in most cases is very

gradual. Although values are subjective, thus personal,

they are also social in the sense that they are

recognized by a large number of people as characteristics

of a given society. It is important to remember that

values in a society are expresses through language use as

much as through behavior.

The educational system has provided that means to

attain its 'objectives and goals that would make the

people responsible, industrious, and law-abiding

citizens' with high moral values (Zaragosa, 2007).

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Believing that education serves as moral catharsis,

everyone is summoned to contribute his bit if they are to

rise above mediocrity and beyond their own prejudices and

biases. Not until they release themselves from the mess

of distorted and undesirable values, can they hope to

become better individuals. There is no denying that the

tendencies of corruption, immorality, aberration, greed,

etc. have permeated the system, structure and

organization of the government in alarming proportions.

On the other hand, teachers are not exempted from

the gravitational forces of violation of ethics,

commission of dishonesty and inefficiency due to anemia

of strong moral values. Considering their personal

shortcomings, the metastasis, of such flaws is not

terminal, so to speak.

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As votaries of the noblest profession, teachers have

been ordained to construct and develop a strong

foundation of moral values of their wards and build a

monument of their standards.

Although parents have the primary responsibility of

educating their children" on account of personal and

professional limitations, they entrust a share of this

responsibility to the teachers said Dalanon (2007). But

teachers should remember that they are not necessarily

substituting for them.

As such, the education that they should 'provide

each child must be one that complements what the parents

ought to give their children.

According to Grafaldeo (2008), teachers beliefs and

values as an instrument for development is expected to

help bring about stability, unification and cohesiveness

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in these areas of economic, political social development.

It must help make a group of persons develop a sense of

identity, national consciousness, concerns and

participative citizenry. These attributes can help in the

development of a sense of belongingness

to a national community. In other words, beliefs in the

development of good values is expected to contribute to

the development of a sense of nationhood among Filipinos.

Corpuz (2008) said that Filipinos are more than

capable to combat problems that beset the country. All

that is needed is to revive the values, especially the

concern for country and fellowmen. Here is a need to

develop love instead of hatred, nationalism instead of

pro- Americanism; true leadership and loyalty instead of

superficial commitment; cooperation instead of disunity;

optimism instead of pessimism. and above all develop love

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for the Lord and not to the hypocrites. These are the

needed values to answer the varied problems besieging the

country today. There is need also to take a unified

direction as Filipinos, use concerted effort to achieve a

common goal the task of rebuilding the nation should not

only be through words but positive actions geared toward

the attainment of a solution to such problems. In like

manner, it should be determine to improve the society.

De Dios commented that no one can deny that values

have deteriorated in society, in the community, in the

family, and in the individual. Since Jose Rizal has aptly

stated that the young are the hope of the motherland,

this vision of his would become futile if no special

attention is directed to the development of value in the

youth, the future leaders of the country.

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Gatmaitan (2007) said that the" forces outside the

family continuously threaten the strength of the values

that parents hopes shield the children from harm. And the

strongest of these influences in the mass media, radio,

newspapers, television and movies.

Parents, he added cart still at least exert

authority, especially over growing up kids, on what

television program or movie' to watch or what radio

station to tune into. But things simply become different

when it comes to reading materials and when children

start to grow up and go out, curious of everything in

their environment.

Elementary education serves as the groundwork and

baseline of values formation, thus, Good manners· and

Right conduct needs to be on base if teachers are to

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execute a change to develop a strong morally upright

Filipino citizen in the years to come.

According to Esteban (2007), Moral Recovery should

become the touchstone in everyone's life since in a

degrading morality, life's direction will not be certain,

If teachers are to move towards quality education of the

school's index of what is right and wrong must be

established and the teachers' educational values need to

be studied.

If teachers are hardworking, the values are radiated

to their pupils but if teachers are lazy, pupils are

likely to be lazy or lax, too. Thus, the quality of

teachers handling the subject can be an indicator of the

child's failure or success.

Foreign Literature

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Klausmeir (2009) defined attitudes as a word to

designate both emotionally toned disposition of

individuals and also identifiable public entities that

are use to communicate meanings among individuals who

speak the same language. In connection with attitudes, an

emotionally toned disposition of individuals attains

their attitudes according to their unique maturational

patterns and learning experiences. Attitudes; as public

entities are defined as organized information

corresponding to the meaning of the words that represent

the attitudes. These meaning may be regarded as a

standard of communication behavior that is shared by

persons who speak the same language.

The distinction between values' and attitudes can be

realized from the following examples given by Klausmeir.

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It is shown that they are interrelated and used

interchangeably.

Values Attitudes

Good Physical and mental

health

Practice good health habits

Service to society Work with enthusiasm and

vigor

Many good friends Likes co-teachers

Wealth Takes good care of his

property

Opportunity for relaxation Uses spare time

advantageously

Mitias (2008) of Ohio University, USA says that very

little attention has been focused on the examination and

identification of values and commitments that are

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essential to the preparation of effective teachers. The

apparent low priority to the value components in the

current reform literature on teacher's education has

limited the professionals dialog on the subject.

Psychologists, sociologists, and other keen observers of

human conduct have all emphasized the power of values on

affecting individual action and group activities. Viewed

from his perspective, values provide the motivation,

energy, drive and perseverance for one's action,

achievement and even self-evaluation and correction. It

indeed understood and fully assimilated, values become

the inner guideposts to human behavior, and the benchmark

for the worthiness of one's conduct. Education has an

implicit value of worthiness as well as a moral quality

attached to it. It is here where we need to examine,

identify, and focus on those values that are inherent in

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and essential to teaching itself as a human, social and

intellectual activity.

A teacher to be effective would need to incorporate

these values and integrate them within his/her existing

values structure. But in order to do this, the teacher

must first be exposed to these values, understand them,

analyze their importance, rational and significance and

encounter examples of the actions and behaviors

consistent with these values. Fortunately, the search for

values essential to teaching does not start in a vacuum.

To allow the search to continue and to remain open, the

author proposed to design an open, dynamic and

participatory process for periodic review, modification

and expansion of the categories for classifying values:

the individual learner, the product/outcome, the process

and the teaching environment.

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More recently, we have witnessed the birth of a

movement which views the teacher as one who takes

responsibility for both the form and content of his/her

students' education, making conscious decisions about the

value and worth of what is taught as well as how it is to

be taught. The once prevailing metaphor of the teacher as

a technician applying the findings of science within the

classroom setting is giving way to that of the teacher as

a reflective agent responsibly engaged in making value-

laden professional judgments. Charged with shaping the

lives of his students, the teachers is now seen as a

moral craftsman. This metaphor is primarily the invention

of Alan Tom (2008) who defined, the two ways in which

teaching is indeed a moral activity.

First, teaching involves a moral relationship

between teacher and student that is grounded in the

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dominant power position of the teacher. Second, plan

selects certain objectives or pieces of content instead

of it others; this selective process either explicitly or

implicitly reflects a conception of desirable ends.

Local Studies

Based on the research component of the study made by

Navarro (2007) following conclusions were drawn up: (I)

All the hypotheses of no significant agreement in the

perceptions of various sectors on the relative importance

of values under study in relation to the teaching

profession were rejected, hence, it is deduced that

generally, the teachers had identical or similar

assessments of the relative worth of the particular

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values to the work as teachers; (2) The independent

variables of school level, sex, and length of service had

little and sometimes no effect on teachers perceptions on

the importance of values in relation to the teaching

profession; (3) in general teachers, irrespective of

school level taught, sex, and length of service, agreed

on which' values are most important, relatively less

important and least important to. the teachers' work as

these relate to the state, to associated, to

pupils/students and to parents and the community; (4)

Teachers, on the whole should develop deeper into the

meaning and importance of the following values to their

profession-accountability to the quality of educational

results, professional growth, exemplary conduct,

responsiveness to community problems and needs,

cooperation and support of government' policies, teamwork

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and cooperation, availability when parents/students have

problems, willingness to help pursue government thrusts;

(5) an-going, teacher formation programs have generally

paid, off as reflected in the teachers evaluation of the

important/very important values to their , profession;

(6) Generally, the elementary and the secondary

administrators agree on the values which are relatively

important to teaching, differing slightly in the ranking

of values according to their perceptions on the primacy

of those to their profession; (7) The teachers, and the

administrators of the two school levels generally agreed

on the relative importance of the values under study, the

degree of agreement ranging from significant to highly

significant. Like the teachers, however, administrators

should have a clear distinction between the

responsibility for tasks, duties and functions and

44

accountability for the quality of education results; (8)

Except for values in relation to the state, there is a

high degree of agreement in the' perception of the

elementary and secondary administrators on the values in

which teachers need to improve; (9) A scrutiny of the

values that were ranked low by' the teachers and those in

which they need from much to very much improvement

according to the administrators of both school levels,

indicates that the values' teachers considered least

important are the very values in which they need to

improve most such as "accountability for community

problems and issues", among others.

Lopez (2008) conducted a study on the values

professed and practiced by public and private' secondary

school teachers and administrators in Pangasinan in

45

response to the call of the DECS to look into the values

component of the countrys educational program

The . significant conclusions borne out of the

findings of the study are the following:

1. There was a significant difference between the

values professed and values practiced by the public

school teachers.

2. There was no significant difference of the values

professed and values practiced by the private school

teachers.

3. There was no significant difference of the values

professed and values practiced by public school

administrators.

4. There was-no significant difference of the values

professed and values practice by private school

administrators:

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5. The teachers and administrators professed and

practiced certain values in spirituality, nationalism,

life sustenance, human dignity and social responsibility.

Others do not practice what they profess and still others

do not profess what they practice.

Bedoya's study (2008) attempted to determine how

mentors in selected teacher training institutions in

Region 2 influence the value judgments of prospective

teachers with reference to identified values for

Philippine education. The survey made use of a specially

constructed questionnaire consisting of five component

groups of values namely: values for physical development,

aesthetic development, intellectual regard for physical

development, moral development and religious spiritual

development.

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Prospective teachers of sectarians private'

institutions were observed to regard very much the values

on' religious-spiritual development and on social-moral

development, while representatives from non-sectarian

private institutions, on the other hand, head

preferential regard for religious-spiritual development

and physical development. Strongly recommended among

others was the provision for values education as a

requirement for those pursuing teachers education.

Bedoya's study bears semblance to the present one

because both deal with values relevant to Philippine

education. While the present paper made use of public

secondary school teachers and administrators, the former

utilized prospective teachers of selected public,

sectarian and non-sectarian private institutions in

Region 2 with different sets of questionnaires.

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Rosale's study (2009) purported to find out the

value priorities of the college students of Wesleyan

University of the Philippines and their respective

parents. On the basis of the findings, the following

conclusions were given (1) The value priorities fu

relation to self of the students and their parents are

integrity/honesty, personal discipline, faith, critical

thinking, self-worth self-esteem, creative thinking,·

physical fitness, cleanliness, art and beauty. On the

other hand, the ·value priorities in relation to the

community are mutual love, responsible parenthood,

bayanihan/solidarity, fidelity, worth ethics, .

scientific/technological. knowledge, productivity, civic-

consciousness,

peace/active non-violence, freedom/equality, commitment,

vocational efficiency, self reliance, social justice,

49

international· understanding, mutual respect,· common

identity, esteem of national heroes, concern for

others/common good, entrepreneurship, loyalty to country

and popular participation. (2) There was a significant

difference that exists between the priorities in values

of the college ~dents and of their parents. Although the

respondents have similar value priorities in relation to

self and in relation to community, the degree of their

preferences varies. (3) there was no association existing

between the values of the students and the socio-

demographic characteristics such as sex, socio-economic -

status, age.

The study of De Leon (1995) was made to determine

whether the values of the first and fourth year students

of the Marist Schools in the Philippines are

50

significantly influenced by the values of the

home/family, school and society.

The major findings of the study are:

1. There are significant differences in the values

of students, parents, teachers, administrators and the

members of the society with respect to several (7) values

areas;

2. There is a significant difference in the values

of students where in

the fourth year students have significantly higher means

scores in almost all value are except for the Sense of

God;

3. There are significant separate influences of the

values of the home/family, school and society on the

values of students;

51

4. The students' values are jointly and

significantly influenced by the home/family, school and

societal values.

There is no area in science education where values

can be more easily integrated than in Environmental

Education. Based on this, Fadul (2008), made a study on

values and counter values on environmental

recommendations: (1) a project proposal contently

analyzes the teaching materials in Environmental

Education using the validated" indicators of the

environmental education values;" (2) further research and

study on the nature as well as indicators of counter-

values; and (3) further research and study on the

development and cognition of environment- related values

in the teacher pre-service programs.

52

Trinidad (2009) concluded that values particularly

the ten values listed in the character. building

activities could be integrated in teaching Home Economics

for higher elementary grades. It can also be deduced from

the results of the evaluation that thorough careful

planning of the content and strategies of teaching,

values could be integrated in Home Economics using the

values clarification techniques particularly the

strategies used in the lesson. Based on the evaluation's

assessment the prepared lessons are valid. They strongly

agree on the appropriateness of the objectives, the

content and the materials, teaching-Iearning process·

~and assessment and evaluation. Furthermore, the

integrated lessons in value's and Home Economics prepared

by the researcher are appropriate for use and lastly,

53

values could be evaluated through the use of the rating

scales, values survey, multiple choice, type of test.

Misa (2009) conducted a study which identified the

values professed by the tertiary level faculty in women's

colleges and described how these values are transmitted

in the classroom.

The study yielded the following findings:

I. The top ten values professed by the faculty

respondents of both women's colleges are Belief in God,

Integrity, Good Moral Character, Education Family

solidarity, Intelligence, Creativity, Sense of

Responsibility, Open-Mindedness and Brotherhood.

2. Values were transmitted implicitly and

accidentally in the classroom through limited classroom

strategies like lecture and discussion.

54

Foreign Studies

Lewis (2007) stated that the appraisal of teacher's

performance has been identified with many titles -

teacher's evaluation, administrators, and teacher's

progress, merit rating performance appraisal. However,

regardless of the phrase used they fit one meaning: the

judgment by one or more educators has been fulfilling his

professional responsibilities to the school institution

over a specified period of time. Appraising teacher is

based on the premises that both administrator and the

teacher realized benefits from a current period of the

teacher's effectiveness in order to make intelligent

decisions concerning tenure and promotions. The teacher

is in better positions to develop his abilities when he

knows when he performs well, and how he needs to develop

55

his potential to become more valuable to himself and the

school system.

Prince (2008) pointed that knowledge in the field of

teaching is very vital in the success of any educational

program and determines his competency while in the field.

She made emphasis to the belief that one can only teach

or impart relevant knowledge when one is knowledgeable.

Hence it is necessary to commit oneself to continue to

grow professionally depending on one's line field of pre-

service education he has been in his preparation for

teaching. He has to keep abreast with all happening to

his profession. This involved keep in up with the changes

and new development in his field and in other areas of

knowledge relevant to his teaching.

Local Literature

56

Mainggang (2009) said that teaching as a profession

entails deep concern, patience, kindness, understanding,

creativity, artistry, devotion and commitment to perform

one's duties and responsibilities to make learning more

enriching and meaningful for the youth.

However, Alpindo (2007) supports that teaching as a

profession necessitates the teacher to devote her last

years of her life to teaching. It is her first and last

love for she loves to teach to just as a painter loves to

paint. After spending years in classroom she looks back

in retrospect and gives and may someday become the

pillars of the nation. Alpindo further stressed that to

improve teaching; a teacher reads professional books and

magazines to acquire new and better methodologies.

Andres (2007) in his article "Teachers and Values"

states that values realization is an educational process

57

involving people in the growth and development of men.

Teachers cannot help but influence the values of their

students. Teachers must. be actively engaged in its

actualization so that the students will eventually learn,

possess and enjoy values by themselves. Teachers set

their educational objectives and value judgment and some

answers to value problems. In this regard, there is a

need for them to be cautious in making decision, as well

as providing opportunities for values consideration.

Padama (2009) in her article journal "Quality

Teacher for a Better Philippines" cited that it is

therefore imperative for our country to prepare effective

teachers, teachers who possess fine intellect, intense to

commitment personal and professional excellence, self

dedication and deep love of mankind. Now more than ever,

the country needs teachers who are ready to give the best

58

of their talents and efforts towards the development of

spiritual and moral values of young Filipinos and in

developing their fullest potential so that eventually

they will be instrumental in building a strong nation.

With the manifold tasks expected of teachers to perform

specially in this age when commitment and competence are

very essential in an fields of endeavor and even to

survival, none but the best should teach.

Quisumbing (2008) stressed in her speech delivered

at the conference workshop on "State of the Arts in

Values Education" that the fact that the Philippine

society is faced with two-fold tasks- the search for

national identity and the need for change, attention is

called to the study of the Philippine value system and

motivations that help explain people's characteristics,

traits and behavior.

59

The above study is further supported by Gonzales

(1983) when she said that the teachers are a carrier of

values implicitly, and consciously transfer of values

which are desirable to society. The best that a teacher

can do is to be true to his own values and to let him

actions and words be congruent with his own deep self.

Frasier (2007) emphasized that values are "grown

into" as children experience more and more of life. Value

development occurs through the interaction of a child

with self, his relationship with others, and the total

environment in which he lives.

Frasier's emphasis is embodied in the DECS values

education program. Hence, if we want our children to

develop when enough as persons with dignity and of use to

society, each of us should exhibit values which are

worthy enough to be emulated by children. Teachers should

60

try their best to lead by example, but society must also

cooperate for after all, we rear and train children to

live in better situations than we do now.

Local Studies

Local studies on the role of teachers, the teaching

of values, the assessment of teacher's role and other

researchers were included in this study for further

enrich and support to the present work.

Marcellana's (2007) study entitled "Factors

Affecting the Performance of Secondary School Teachers in

the Four National High School of Toboso District,

Division of Negros Occidental, enumerated the following

findings: The profile of the teaching performance of

majority of the secondary schools of Toboso District is

very outstanding. The factors affecting the teaching

61

performance of teachers included personal, social,

economic, educational attainment, social environment and

the job itself. The profile of the factors affecting

teacher's teaching performance as answered by the

teachers, as well as the students, is moderately much.

There is an almost perfect positive correlation between

the teacher's performance rating and the factors

affecting

these. There is no significant difference between the

teachers and students responses as revealed by the

acceptance of the null hypothesis, and the study brought

about some implications to educational management.

In view of the following findings, the following

recommendations were given: Teacher's should be

encouraged to continue having satisfactory performance.

Teachers should be helped to be aware of the factors

62

affecting their performance, so that they will improve

their performance always. They should learn to improve to

overcome difficulties on these factors because these will

influence or affect their teaching performance.

Principals and supervisors should, if possible work for

professional promotions of teachers. And lastly,

administrators may consider teacher's personality

weaknesses when rating them.

This study is quite similar to the present

investigation because they both dealt on the factors

affecting teacher's performance but they differ in

environment and subject respondents.

Malunhao (2009) in his findings showed teachers and

instructors perception in personal and social

competencies. These values are as follows with their

corresponding ratings from outstanding to satisfactory to

63

wit: Outstanding, showing honesty and integrity in all

activities; observing proper grooming at all times;

setting good example in moral and ethical behavior among

students, peers, and the people in the community; showing

evidences of mental health and stability; showing high

degree of desirability in occupational attitudes; showing

creativeness and resourcefulness in their performance;

observing official times and ready to serve beyond the

call of duty and getting along well with students, the

school staff and community without compromising rules of

propriety. The lowest rated criterion and the least was

participating actively in cultural, professional and

other community organizational activities. This criterion

was rated satisfactory.

Molinyawe (2009) in her research stated that, the

great responsibility of human development and nation

64

building is the combined concern of all social

institutions, cultural, religious, economic, educational,

political, etc, for no single institution is adequately

equipped to shoulder such complex responsibility. The

achievement of such an immense task calls for a kind of

liberal education that could embody the people's

aspirations to break away from poverty, hunger, disease,

ignorance, superstition, unemployment, malnutrition,

injustice, etc., in short, the said rash to the nation

building calls for a development culturally ,

economically, morally, politically and socially.

This previous study gave the present some additional

information about the educational responsibility for

human development and for nation building. So that,

teachers need to be retained, update their knowledge to

attain their present goals of the Philippine education

65

and to be reoriented to the new roles of teachers in the

present decade.

Manuel (2009) findings showed that the development

of values were teachers excelled related to participation

in home and community, cleanliness and beautification

activities which could be due to the good leadership in

the said program and to the availability of landscape

gardening materials, flowering and ornamental plants in

the school. These previous information gave additional

knowledge about the teachers characteristics and the

factors that affect the teaching of values. These pieces

of information always give further enrichment to the

researcher on how to assess teacher's performance.

Laureta (2009) found about the teachers believed in

the value of the dignity of one's labor. She also

believes that teachers can best do their work through

66

discipline, honesty, and perseverance. Teachers believe

too and value their freedom.

Domingo (2009) found out that the function of school

is to develop well rounded individuals and citizen

workers. This is the principal means by which is society

transmits its culture from one to generation to the next.

As revealed in the findings, a number of the values

students possessed were not affected by values teaching.

Jaafar (2009) study conducted by him revealed that

professional qualities were considered the most important

dimensions to effective teaching, than personal and

social qualities. It meant that right attitudes and

willingness to work are the most important in teaching

than other qualities. Other qualities are important but

they are only secondary. Several studies pointed out that

67

there are several variables affecting or interacting with

value orientations of the people.

Vicente (2008) points out that the personal factors

or attributes that are significantly related to .the

value orientation of women educators are age,

administrative position, monthly salary and educational

attainment. Among the personal attributes only

educational attainment was found out negative predictor

for economic values.

Empleo (2008) in his study of values of teachers in

the district of Sibangga, Division of Cebu, educators

found out that age is significantly related to the value

of orientations of women educators. This finding is in

consonance with the findings of Fetalvero (2009) in her

study sought to find out the system in the District of

Bantay, Division of llocos Sur. Results of the study

68

showed that teachers considered the different core values

like health/harmony with nature, truth/ knowledge, love,

spirituality, social responsibility, economic efficiency

and nationalism as most important and always practiced.

They should consider some aspects, which they gave lesser

emphasis and realize that these values are important in

the molding of the youth whom they serve.

Gacula (2008) revealed that the values orientations

of teachers focused on the following dimensions in the

order of degree of importance as indicated by research

subject: social, cultural values, political values, and

aesthetic values. Value orientation differed when placed

against the variable age, sex, and educational

qualifications.

Villagracia (2008) on the other hand pointed out

that there are four altruistic attitudes that are

69

significantly correlated with teaching efficiency. These

are responsibility, self-sacrifice, empathy and

cooperativeness. His findings showed that the teachers

with high efficiency ratings manifest a better sense of

responsibility. Self-sacrifice is also positively

correlated with efficiency. From these findings, she

deduced that the higher the teacher's efficiency ratings

are, the better their altruistic attitudes particularly

responsibility.

Cassanova (2007) also found out that teachers with

high teaching efficiency ratings were relatively free

from immaturity, childishness, withdrawal, rigidity and

impulsivity. Teaching efficiency was significantly and

positively correlated with teacher's attitude. In another

study on the validation of a local scale for measuring

teachers attitude, Ramirez (2008) reported that teachers

70

who were rated in high efficiency by their administrators

trended to obtain also high measures on their attitudes

toward pupil-teacher interpersonal relationship.

The above literature and studies gave valuable

support to the present study on varied aspects, some gave

support on the objectives, others gave informational

guides and background and the rest were on the methods

techniques, tools, processes, procedures in assessing the

respondents. The previous studies reviewed were either

directly or indirectly related with the present study.

Differences were observed in aspects as respondents,

location of the study, the scope and the period when the

studies were undertaken. The similarities also lie in the

fact that the previous studies and the present study all

dealt with values education program of the DepEd. Some

dealt with problems encountered in the elementary level,

71

others in the secondary level and still others dealt with

teacher's value.

Some reviewed studies involved the school

authorities, teachers and students, others dealt with

teacher's value. Some reviewed studies involved the

school authorities, teachers and students, others dealt

only with teachers, and still others involved parents and

the community people.

Foreign Studies

Gona (2006) studied the work values and job

satisfaction of principles and teachers of Nigerian post-

primary institutions and to determine if significant

difference exists between the groups in these variables.

The data used for this study were collected from a random

sample of principals and teachers of post-primary

72

institutions of Sohoto State of Nigeria. The concepts of

job satisfaction and work values were operationally

defined by the Minnesota Satisfaction Questionnaire and

the Work Values Inventory. Data were analyzed by the use

of relationship among the· dependent variables and the

analysis of covariance controlling statistically for age,

to test the difference between principals and teachers on

the job satisfaction scales and fifteen work values

scales.

The following were the significant findings:

1. Significant differences existed between

principals and teachers in their evaluation of the

intrinsic job satisfaction factor, the extrinsic job

satisfaction and the overall job satisfaction factor.

2. On the Work Value Scale, significant differences

between the principals and the teachers were found in

73

management, prestige and altruism Gona's study of work

values of teachers is likewise related in this present

study on educational values of teachers.

Barnes (2007) in "An Analysis of Remedial Activities

Used by Elementary Teachers in Coping with Classroom

Behavior Problems" stated that the most frequently

mentioned cause of misbehavior are insufficient ability

of teachers, differences in pupil interest, desire for

attention on the part of pupils, differences in family

values, insufficient parental interest, limited

intelligence and limited home backgrounds. When these

explanations are grouped into categories, they are found

to comprise about four kinds of factors: those associated

with home environment, with the school, w.ith heredity,

and those not associated with any of the foregoing three

sets of factors. In the finding of Barne’s study can be

74

taken as typical. The technique used by elementary

teachers fall into four categories:

I. The non-action that is ignoring the behavior

2. providing activities through special assistance

3. reasoning with children

4. individualizing the work.

Only 8 of the teachers' related. misconduct to the

needs of the children and they tent to attribute

disciplinary problems to single causes rates that to

interrelated variables. The remedial measures are more

often positive than negative. Among the positive actions,

reasoning and discussion are resorted to less often than

the removal of barriers to proper conduct. Punitive

action is taken about 8 percent of the time.

Synthesis

75

All in all, the previous studies and the present,

discussed about values education in the light of

improving the program in the schools in cooperation and

coordination of the parents and the community, so as to

achieve the goals of moral regeneration and quality of

education.

Values analysis was applied to short stories in

United States literature anthologies published as of

2007. All ten stories in the sample were first published

by -1968. Value profiles were drawn for the protagonists

of each story and the individual profiles were collapsed

in to overall profile of the total values identified.

The salient findings of this study was that, of the

647 values identified, 31 percent were classified as

"personal", 28 percent as "social", 25 percent as

"competence" and 16 percent as "moral". Protagonists from

76

minority groups had the highest percentages of moral and

social values in their profiles, though the value most

cited by all protagonists was a comfortable life.

Hills (1995, pp2386-A) undertook a study to identify

in which kindergarten teachers, nursery teachers, and

mothers differed in certain beliefs and attitudes which

mediate the young child's transition from· home and

preschool to school. A questionnaire was administered to

604 kindergarten teachers, nursery teachers and mothers

or pre-kindergarten children, distributed throughout New

Jersey. Through factor analysis, the questionnaire items

were reduced to 21 factors, which yielded information on

adult views of the aims of education, the role of

teachers and parents in the process, and desirable

characteristics of kindergarten programs.

77

Means of mothers and teachers were subjected to

correlated analysis and analysis of variance – ANOVA’s,

one-way ANOVA’s, and factorial ANOVA’s. Significant

differences were found by adult role and teaching

assignment. Mothers endorsed authoritarian educational

aims, teacher-directed kindergarten programs with

democratic educational alms.

Among the studies mentioned above, only the work of

Doctor (2008) was found very relevant to the present

undertaking, However, Doctor considered the high school

students and not the pupils from the elementary level

which were the subjects of the study made by Barrientos,

the researcher.

The rest of the related studies cited differ to the

present in some aspects. Like Navarro (2006), Misa

(2006), Requitilin (2006), whose work dealt merely on the

78

work values of teachers and did hot correlate these value

to students or pupils achievement. Fadul (2008) however,

discussed the values and counter values on environmental

education. Trinidad· (2009) made mention of content and

strategies of teaching values which could be integrated

the beliefs and feeling of teachers on educational values

and attitudes.

Valencia's study (2008) identified and analyzed some

prevailing work values of a random sample of 478 teachers

from 61 public and private schools in the elementary,

secondary, and tertiary levels in Metro Manila. She

categorized work values into professional values and

organizational values. Valencia's study related to work

values to teaching performance.

The professional work values found to be prevalent

among teachers were fairness, competence, altruism,

79

openness, to criticism, communication skills, self-

regulation, professional autonomy, and public service.

The organizational values identified were as follows:

conformity to administrative policies, involvement in

faculty and school organization, awareness of issues

affecting teachers and desire to share in decision-

making.

Valencia found that among the professional values,

teachers place great significance on communication skills

and openness to criticism as essential to becoming

effective teachers. Among the organizational values,

which the teachers considered most important in teaching

was sharing in decision-making while conformity to

administrative polices was identified most unfavorable by

public tertiary teachers. The study found that the

80

dimensions of professional values were more highly rated

by teachers than organizational values

Mendoza (2006) conducted a study to discover the

work value profile of Bagnio City teachers: based on the

educational level they were currently teaching, their

sex, age, field of specialization and civil status.

The descriptive method with survey questionnaire on

work values developed by Stephen Wallack et. aI., of

Bowling Green University, Ohio was utilized in this

study. The col1ected data were subjected to the Two-way

analysis of Variance, The Duncan's New Multiple Range

Test and I-Test.

Mendoza's study revealed that the Baguio City

teachers' perception on their work values as teachers was

not high. The researcher found that they perceived their

work values only as average. The null hypothesis of no

81

difference in the profiles of work values of teachers

based on the educational level they were currently

teaching, their sex, age and the field of specialization.

However, the null hypotheses of no difference on the

profiles of work values of teachers based on their civil

status was accepted. This showed that single and married

teachers do not differ in their work values. This is

interesting, but apparently, it calls for moral studies

because through observation, married teachers acquire

more responsibilities that affect their work values.

Regardless of these five different variables, the

teachers in general exercised high responsibility over

their work as teachers and they preferred to keep

themselves active and busy in their work as teachers. The

senior teachers, however, rated themselves poor. in

activity performance. All the teachers had a low interest

82

in con-teachers and administrative functional and did not

contribute much to school related decisions. In spite of

differences revealed by teachers' perception of their

social standing in their work as teachers, it was

revealed that in general, the teachers showed a markedly

low perception of their social status.

Mendoza, then, conducted that the work values of

teachers need to be upgraded since the teachers were

consistently poor in their social standing and in their

job involvement ill so far as their work as teachers was

concerned.

Chapter 3

RESEARCH METHODOLOGY

83

This chapter presents the method of research used,

sampling procedure, research instrument, data gathering

procedures and statistical treatment of data.

Research Design

This study utilized the descriptive method of

research on inquiry about the assessment of the

organizational empowerment in selected healthcare setting

of nurse administrators and its effects on their

commitment. According to Aquino (2010) descriptive study

presents the status and condition of a particular

phenomenon. Concepts and procedures of general

description, analysis, and classifications are discussed

and illustrated in considerable detail. This method

tends to both the qualitative and quantitative analysis

of inquiry such as the present investigation.

84

Furthermore, Macaballug (2009) cited that

descriptive research is fact finding with adequate

interpretation. It is something more and beyond just data

gathering but carried up to the level of adequate

interpretation.

Locale and Population

The study will be conducted in a public secondary

schools in San Pablo City., The school is in one of the

biggest secondary school in the City. The respondents

will be the 100 teachers out of the total population of

210 teachers. The respondents will be selected through

random sampling. Only those teachers who have a classroom

teaching will be considered.

85

Research Instrument

The study used the survey questionnaires which were

distributed individually to the identified respondents.

Each item in the questionnaire was carefully constructed

in order to extract detailed and substantial information

from the respondents.

Instruments used in this study include a researcher

made survey questionnaire, interview and observations.

1. Questionnaire. The questionnaire main instrument

that was used to gather data needed in this study

was the questionnaire. The questionnaire was

prepared by the researcher following the criteria

in test construction. The items in the

questionnaire comes from the literature from

books, references and related studies and

86

literature read by researcher with the statement

of the problem as the bases.

The construction of the questionnaire was based on

the statement of the problem stated in the first chapter.

It was developed using the concepts and theories taken

from the past researches. The initial draft of the

questionnaire was presented to her adviser for

suggestions and comments. After incorporating the

suggestions, the researcher finalized the instruments.

The final draft of the questionnaire was submitted

again to the adviser for critiquing. After the revisions

were incorporated based on the comments and suggestions

of the adviser and experts in the field in test

construction final copies were reproduced.

Validation. Since the researcher made questionnaire

is a non-standard research instrument it was submitted

87

to experts for validation. IT was dry run with 10 master

teachers in the sampled school wherein the said

respondents were not anymore included in the final

survey. After the validation, the contents or every item

in the instrument becomes more relevant and pertinent to

the subject matter.

Data Gathering Procedure

1. Administration and Retrieval. The researcher

asked permission to the school administration to

administer the questionnaire. Upon receiving of

the letter of approval, dissemination of the

questionnaire to the nurse administrators was

done by the researcher. The questionnaire was

personally given to the respondents to achieve

one hundred percent assurance of retrieval rate.

88

2. Unstructured Interview. An unstructured

interview was also conducted to the respondents

to supplement the findings in this study which

were not taken in the questionnaire.

3. Observation as one of the methods of collecting

data was utilized since it is a very useful

technique in collecting descriptive data.

Observation was also done as an additional data

gathering tool to see the actual situation and

behavior of the respondents during the entire

conduct of the study.

Statistical Treatment of the Data

The statistical techniques to be used for in depth

analyses and interpretations of the data will be the

following.

89

1. Percentage was used to describe the profile of

the respondents in terms of respondents profile

including their age and length of hospital

experience.

It is expressed as the quotient of f and N

multiplied by 100 percent and is defined by the

formula;

P = f/N x 100

Where:

P – percentage

f – Frequency

N- number of respondents

2. Weighted Man was used to describe the respondents

assessment on the extent of the teachers value

practices.

90

The weighted mean score was obtained using this

formula:

Wx = fx

N

Where: fx – sum of the product of the frequency

and score

N – number of respondents

Four point Likert scale was used to guide the

respondents in answering the questionnaire as follows:

91

As to the extent of value practice 4 point Likert Scale will

applied

Scale Range Verbal Interpretation

4 3.50 – 4.00 Always

3 2.50 – 3.49 Sometimes

2 1.50 – 2.49 Seldom

1 1.00 – 1.49 Never

3. Pearson Product Moment Correlation was used to

determine the degree of relationship between

teacher value practices and performance by using

Pearson’s r formula

N ( XY) – ( X) ( Y)∑ ∑ ∑r =

-------------------------------------------------------

[N ( X2) - ( X)2 [N∑ ∑

( Y)2]∑

92

where:

N - number of respondents

x – summation of first variable∑

y – summation of second variable∑

xy – summation of the product of first∑

and second variable

4. T-statistic was used to test the significance of

Pearson r. Reyes (2001) defined t-statistics by

the formula;

n - 2

t = r -----------------

1 – r 2

Where:

93

t - computed t –value

r - Pearson product moment correlation

coefficient

n - number of paired observations

QUESTIONNAIRE

Name: __________________________________ Age:

______________

Educational Attainment:

________________________________________

Direction:

94

Please check your corresponding answer on the space

provided for

Legend:

Scale Range Verbal

Interpretation

4 3.50 – 4.00 Always

3 2.50 – 3.49 Sometimes

2 1.50 – 2.49 Seldom

1 1.00 – 1.49 Never

I. Extent of Vale practice among teachers.

A. Educational Values 4 3 2 11. Provides classroom

activities that will developleadership potential of pupils

4 3 2 1

2. Encourages pupils to participate in academic and co-curricular activities

4 3 2 1

3. Shows self-confidence in the assigned task given by the head or superior

4 3 2 1

95

4. Respect opinions of other (colleagues and pupils) regarding school; issues

4 3 2 1

5. Accepts criticism positively and shows willingness to change

4 3 2 1

6. Initiates projects for the improvement of school systems

4 3 2 1

7. Attends classes regularly and observe promptness

4 3 2 1

8. Show good examples of pupilsand colleagues

4 3 2 1

9. Treats good examples to pupils and colleagues

4 3 2 1

10. Looks at school problems and issues objectively

4 3 2 1

B. Economic Values 4 3 2 11. Helps in the water and

electric conservation of theschool

4 3 2 1

2. Trains the pupil to be thrifty.

4 3 2 1

3. Keeps school supplies and materials that can be recycled for the future use.

4 3 2 1

4. Joins art activities in the school, like dancing, drama and choral

4 3 2 1

5. Lives within one’s earnings and work well for it.

4 3 2 1

96

6. Works hard to deserve favors, rewards and promotions

4 3 2 1

7. Tells the truth about absences, time and achievement.

4 3 2 1

8. Pays debt or financial obligation and returns all borrowed things promptly.

4 3 2 1

9. Prepares and submits accurate and neat report on time.

4 3 2 1

10. Achieves to the optimumdegree possible for particular lesson within specified period

4 3 2 1

C. Religious Values 4 3 2 11. Starts/ends the class

meeting with a prayer4 3 2 1

2. Encourages pupils to performtheir religious obligations in accordance to their religious affiliation.

4 3 2 1

3. Provides activities that will develop spiritual values among pupils

4 3 2 1

4. Supports retreats/recollections of pupils and teachers.

4 3 2 1

5. Makes teaching as personal mission and source of meaning for your everyday

4 3 2 1

97

life.6. Upholds the teaching

profession with the highest value

4 3 2 1

7. Works in the sense of spiritual commitment and faith in god

4 3 2 1

8. Does good even to those offend you?

4 3 2 1

9. Attends religious activities for spiritual upliftment

4 3 2 1

10. Shares time, services and blessings to the under privileged.

4 3 2 1

D. Social Values 4 3 2 11. Gets along well with pupils

and colleagues.4 3 2 1

2. Gives time for pupils consultation

4 3 2 1

3. Extends services to pupils even after class hours

4 3 2 1

4. Conducts class activities that would establish camaraderie among pupils

4 3 2 1

5. Handles criticism, provocations, annoyance maturely.

4 3 2 1

6. Talk about things which are of interest to the other party.

4 3 2 1

7. Attends social gatherings in 4 3 2 1

98

the school8. Apologizes to someone who

was offended or hurt. 4 3 2 1

9. Relates harmoniously and cooperatively with fellow anschool officials.

4 3 2 1

10. Accepts/performs leadership role in the school

4 3 2 1

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